With an understanding of the importance of engagement in professional development by certified healthcare simulation educators it is possible to explore how this can be accomplished by members of the profession. Staying current in practice is a matter of desire and curiosity. As professionals, the certified healthcare simulation educator maintains a desire to provide the most effective educational experiences to healthcare providers who have a variety of learning styles. The process of professional development is best conducted in the formative years of one’s education so healthcare providers can have maximum impact on the profession and health. It is also known that professional development is also largely contextual—different settings will require different expectations and different practices. Therefore, a variety of professional developmental experiences is recommended in the educational journey. Simulation provides a dress rehearsal for real leadership concerns, crucial conversations, ethical dilemmas, and advocacy issues.

This chapter briefs the acts of terrorism and the healthcare in the age of modern terrorism. The proliferation of terrorism is much easier nowadays with advances in technology and communication. The impact on a society can be prolonged. Providers have always provided treatment to victims of violence; the act of caring for victims of terrorism carries an extended burden. The forensic nurse must use their training to aid in the identification of a terror event, provide care safely to the injured, and assist with the social and legal ramifications of a terrorist incident. The chapter presents the personal experiences of healthcare professionals responding to the victims of the 2013 Boston Marathon bombing. It helps the nurse to: identify an act of terrorism; implement an awareness of potential personal safety and security considerations; and recognize the role of responders in aiding the legal system.

Since 1999, patient safety has become a national priority. That year, the Institute of Medicine of the National Academy of Sciences issued two landmark reports that set a challenge to all levels of healthcare professionals to improve the safety and quality of care for all patients and families. Medically fragile NICU patients are at a great risk for medical errors that lead to adverse events due to the fast-paced and complex environment. Due to the emphasis on creating a culture of safety and transparency, neonatal units across the country are making progress to provide consist, safe, and evidence-based care. The goal remains to identify, report, and learn from near misses, precursor events, and serious safety issues. This will permit healthcare systems to evolve into high-reliability organizations (HROs) with patient safety being at the forefront.

Parenting and normal parental attachment begin not at birth, but before and during pregnancy. The increase of maternal hormones during pregnancy helps with the formation of maternal bonding. After birth, the interaction between mother/father and their baby helps to build strong parental attachment and bonding. Family-centered care (FCC) principles stress that parents are the most important person in their infant’s life, that they have expertise in caring for the infant, and that their values and beliefs should be central during NICU care. The use of FCC has been shown to enhance the likelihood of successful parent–child relationships. Having a sick/premature infant who requires neonatal intensive care can initiate many different emotions in parents. These include but are not limited to stress, guilt, anxiety, and fear. Healthcare professionals can help parents with these emotions by listening, giving honest, accurate, and consistent information and continually assessing parents understanding of their infant’s condition.

This chapter discusses special topics such as pain, sexuality, and elder neglect and abuse. Pain is a common occurrence among older adults. Pain is often described in terms of its origin, duration, location, and other associated factors. These other associated factors have great implications on lifestyle and function for older adults who are affected by pain interrupting their sleep or pain associated with weigh bearing and walking. To assess the older adult in pain, make sure they are in the most comfortable position and then proceed to gather through a focused review of systems if pain is occurring. One of the most prevalent myths of aging is that older adults are no longer interested in sex. The fulfillment of sexual needs may be just as satisfying for older adults as it is for younger people. If elder abuse or neglect is suspected, the healthcare provider must report it immediately.

Advance care planning is a collaborative effort between healthcare providers, patients, and families through which the patient establishes his or her preferences for future medical treatments. Advance directives are used to guide care only when patients are unable to speak or make decisions for themselves. This chapter helps nurses to approach goals of care conversations with terminally ill patients and their families, establish hospice eligibility, and discuss hospice benefits, coverage, and eligibility. Hospice and palliative care nurses must possess expertise in discussing goals of care with patients and their families. Goals may need to be revised as the patient's condition changes. When goals are developed, they should be measurable and achievable. Hospice and palliative care services are covered by Medicare and Medicaid and by most private insurances. Patients should be advised to contact the hospice or palliative care social worker or their insurance company with questions about their benefits.

Human trafficking (HT) is an insidious and traumatic crime against humanity. Healthcare providers, particularly ED providers, have been identified as those most likely to interact with HT victims during exploitation. HT education for nurses must be prioritized to create the dynamic collaboration within the healthcare system that is necessary to eradicate HT. This chapter provides an overview of HT by describing victimology/vulnerable populations, possible scenarios, and victim presentations. It describes the signs and symptoms of HT with a special focus on “red flag” indicators. The chapter then discusses treatment of victims, including trauma-informed care practices and safety planning for special circumstance. It also describes resources for aftercare. The chapter helps the nurse to: recognize populations at a high risk for HT; identify the signs and symptoms of HT; provide focused treatment to victims of HT, including safety planning; and identify resources and services to refer victims of HT.

Documenting an accurate and complete medical forensic history is a critical aspect in the evidence collection process for sexual assault. It guides the healthcare practitioner where to look for injuries and where to collect evidentiary specimens. A complete medical forensic history should be conducted as well as discussing any new medical, behavioral, or mental health issues prior to asking specific questions about the assault. When conducted by the sexual assault nurse examiners, the medical forensic history is performed for the purposes of diagnosis and treatment. This is in contrast to a forensic interview, which is designed to assist with investigative process and possible prosecution. Questions about assault should be open-ended, allowing the patient to expand on details. The healthcare professional should refrain from judgment when asking or responding to questions. This chapter discusses taking a history for adult and adolescent patients and talks about the special needs of pediatric patients.

This chapter discusses the principles of human simulator simulation learning in healthcare education, described the variety of methodologies for the use of human simulator simulation. It also describes the principles of interprofessional teamwork. When considering the incorporation of human simulator simulations for the education of healthcare professionals, it is important to understand the principles, practice, and methodologies necessary for a successful simulation experience. When using human simulators as an educational tool, the designer of the simulation scenario incorporates learning methodologies into the process of planning, implementation, and evaluation of the learning that takes place with human simulator simulation experiences. Simulation-based learning (SBL) is a process that occurs in a safe and carefully controlled setting that enhances skill acquisition and training using a simulated environment as the platform for learning. Many healthcare institutions and academic settings are using SBL to educate and evaluate healthcare professionals.

Understanding educational and learning theories increases awareness of what, why, and how educators teach and how learners assimilate knowledge presented. A simulation environment is an excellent milieu in which to synthesize cognitive, psychomotor, and affective learning. Development of competence in all three learning realms is necessary for healthcare providers. The goal of simulation learning experiences for teaching and assessment is to promote patient safety and provide healthcare learners with the best possible safe learning environment. Educational theories are contextual and spurn learning theories or how students grasp, understand, and apply knowledge. This chapter provides an overview of educational theories including those educational concepts applied specifically to simulation learning and evaluation. The foundations of evidence-based simulation practice are analogous to evidence-based practice. Healthcare educators use the same method of synthesizing and appraising evidence in the simulation environments.